Title: PVK meets PLP in Collaborative Student Learning through Media Literacy and Printmaking
Abstract: See Below (This is a 4-Lesson Unit that will take 10-12 class periods to complete)
Definition: The Exquisite Corpse (“cadaver exquis” in French) is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. The exercise is based on an old parlor game in which players wrote in turn on a sheet of paper, folded it to conceal part of the writing, and then passed it to the next player for another contribution. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing. Objectives: Students will investigate Exquisite Corpses, create a collaborative book and produce a relief print inspired by one of the combination drawings. They will document the project with Flip cameras, still photography and personal interviews. The edited Flip movie will be posted on the PVK website along with a PowerPoint presentation of the relief prints. The books and prints will be exhibited in the PLP student exhibition at the Free Library in June 2011, with a community opening on June 12, 2011. Background: v PVK, a media literacy program, encourages students to think critically about media. Students also learn to use technology to create their own products and document their processes for learning. The **Powerful Voices for Kids** program is a university-school partnership program designed to strengthen children's ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world. v PLP members (Philadelphia art teachers and administrators) submitted a proposal to the Free Library for an exhibition of collaborative student art entitled Auto:Bio:Geo Graphics. Students must collaborate to create art that is print based (can be digital) for the exhibition.
Learning Targets:
Overview of Unit Learning Targets: Lesson I Ø I can collaborate with my class to learn about “Exquisite Corpses” through a student-led, interactive PowerPoint presentation. Ø I can define Exquisite Corpse. Ø I can define Surrealism. Ø I can create a collaborative exquisite corpse drawing with my classmates. Ø I can create a collaborative exquisite corpse poem with my classmates. Lesson 2 Ø I can draw a figure with a head, torso and legs on a page with guidelines. Ø I can assemble a collaborative book containing my drawing and my classmates’ drawings. Ø I can bind my book. Ø I can cut the book pages into thirds so that each drawing can be turned at different intervals to create different figurative images. Ø I can document bookmaking procedures with a Flip Camera. Lesson 3 Ø I can select a collaborative figure from my exquisite corpse flipbook to trace and use as inspiration for my final draft. Ø I can use carbon paper to transfer my final draft onto a sheet of Linoleum. Ø I can use cutting tools to carve the design for my relief print. Ø I can utilize relief printing techniques to produce an edition of 6 prints. Ø I can document the printmaking process with a Flip Camera. Lesson 4 Option 1: Linoleum prints may be scanned and then, students will manipulate them on the computer) Ø I can use a computer to manipulate images to create and produce an Exquisite Corpse. Ø I can mount my final product for exhibition.
Option 2: Students will cut 3 of their Linoleum prints, exchange them, arrange them, and glue them together to create an Exquisite Corpse.) Ø I can collaborate with my classmates to create an Exquisite Corpse by using parts of their cut prints in my final Exquisite Corpse. Ø I can mount my printed collage Exquisite Corpse for exhibition.
Products: (10-12 class periods) Each Student will use media literacy skills as they analyze, research, create and help document:
Initial Exquisite Corpses
Prototype books to be used as collaborative inspiration
Final sketches of collaborative drawings (personal interpretation)
An edition of 6 Linoleum Block Prints
Either a digitally produced Exquisite Corpse or an Exquisite Corpse created with cut-up prints of the collaborative images
PVK web page documentation
Assessment Rubrics:
Classroom-based Assessments:
Sketches, Activity sheets, Peer/class critiques/Self-assessments/ Student reflections/ Students interviewing each other with Flip Cameras
Exhibition of student work and Inclusion of completed art in individual portfolios Teacher Assessment of student artwork may include the following criteria:
Evidence of collaboration, Level of skill, Level of expressiveness, Evidence of experimentation
Evidence of imagination/invention/Relationship of media to idea and written activities or tes Definition: The Exquisite Corpse (“cadaver exquis” in French) is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. The exercise is based on an old parlor game in which players wrote in turn on a sheet of paper, folded it to conceal part of the writing, and then passed it to the next player for another contribution. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing. Objectives: Students will investigate Exquisite Corpses, create a collaborative book and produce a relief print inspired by one of the combination drawings. They will document the project with Flip cameras, still photography and personal interviews. The edited Flip movie will be posted on the PVK website along with a PowerPoint presentation of the relief prints. The books and prints will be exhibited in the PLP student exhibition at the Free Library in June 2011, with a community opening on June 12, 2011. Background: v PVK, a media literacy program, encourages students to think critically about media. Students also learn to use technology to create their own products and document their processes for learning. The **Powerful Voices for Kids** program is a university-school partnership program designed to strengthen children's ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world. v PLP members (Philadelphia art teachers and administrators) submitted a proposal to the Free Library for an exhibition of collaborative student art entitled Auto:Bio:Geo Graphics. Students must collaborate to create art that is print based (can be digital) for the exhibition. Products: (10-12 class periods) Each Student will use media literacy skills as they analyze, research, create and help document:
Initial Exquisite Corpses
Prototype books to be used as collaborative inspiration
Final sketches of collaborative drawings (personal interpretation)
An edition of 6 Linoleum Block Prints
Either a digitally produced Exquisite Corpse or an Exquisite Corpse created with cut-up prints of the collaborative images
PVK web page documentatio
Lesson 1 PowerPoint Presentation, Activity Sheet and Drawing/Writing Activities (1 class period) Learning Targets: Ø I can collaborate with my class to learn about “Exquisite Corpses” through a student-led, interactive PowerPoint presentation. Ø I can define Exquisite Corpse. Ø I can define Surrealism. Ø I can create a collaborative exquisite corpse drawing with my classmates. Ø I can create a collaborative exquisite corpse poem with my classmates. Essential Questions: ü What is an Exquisite Corpse? ü Who made them? ü Why were they made? ü Who saw them? ü What was their purpose? ü What skills do I need to create an Exquisite Corpse?
Content: Students will participate in a student-led PowerPoint presentation (created by Ms. Jared, the Art Teacher) to investigate the history of the Exquisite Corpse. They will take turns being the “teacher” as they read the PowerPoint and answer questions on an activity sheet. The Exquisite Corpse is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing. Activities: 1. Depending on the class size, students will work in 4-5 small groups of 3-4 students. One group will write nouns on a small card, while others will be assigned pronouns, adjectives, verbs and adverbs. The cards will be collected. 2. Then, each student will receive another card with a “tick” mark in the middle of the top and bottom of the card. Students can draw whatever they like, as long as they begin and end, or intersect, the “tick” mark. After five minutes, students will write their names on the back of their drawings and view the PowerPoint. 3. After reading through the PowerPoint and completing the activity sheet, students will return to their tables and work collaboratively to connect their drawings on the table. Groups will then be asked to view the Exquisite Corpses at each table. 3. Meanwhile, the word cards will be arranged (by the teacher) on the rug in the following order: Adjective, noun, verb and adverb. Students will take turns rearranging and reading all the cards to each other as a poem: Example: Big Cat Runs Slowly Fat House Hops Quietly Skills: Reading, writing, analyzing, drawing, imagining and working cooperatively in small groups Vocabulary: Exquisite, corpse, Exquisite Corpse, Surreal, Surrealist, collaborative and collaborate Locate: Europe and France Standards: 9.1.B. Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works such as: paint, draw, craft, sculpt, print, design for environment, communication, multi-media. 9.1.G. Recognize the function of practice sessions. 9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts. 9.3.A. Recognize critical process used in the examination of works of art: Compare and contrast, Analyze, Interpret, Form and test hypothesis, Evaluate/form judgments. 9.4.A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., Can artworks that depict or are about ugly or unpleasant things ever to beautiful?) Classroom-based Assessments:
Sketches, Activity sheets, Peer/class critiques/Self-assessments y Lesson 2 Exquisite Corpse Flip Books (3 class periods) Learning Targets: Ø I can draw a figure with a head, torso and legs on a page with guidelines. Ø I can assemble a collaborative book containing my drawing and my classmates’ drawings. Ø I can bind my book. Ø I can cut the book pages into thirds so that each drawing can be turned at different intervals to create different figurative images. Ø I can document bookmaking procedures with a Flip Camera. Essential Questions: ü How can I create a book of Exquisite Corpses? ü What skills do I need to ensure that my team creates successful images? ü What skills do I need to ensure that I craft a successfully bound book? Content: Students will contribute a page in a book that is cut into 3 sections. Each page will have a different type of body and in each section there will be a head, torso and feet. The pages will flip interchangeably so that you can match different heads, torsos and feet. Each student will create a book with drawings by teammates. The unusual combinations from flipped sections of the book will create Exquisite Corpses that will be used as inspiration for the printmaking project (see lesson 3). Activities: 1st Class
Students will receive a format in which they draw their image in three parts. They will create a line drawing of their image. (Note: Some classes will be assigned human figures, others will draw animals and others will draw anything they wish – as long as the “tick” lines connect.) (25 mins.)
Students will construct bookends for their final book product. (25 mins.)
2nd and 3rd Classes
Students assemble photocopies of their team drawings and bind them with staples.
The pages are cut in thirds.
Students attach the bookends to the signature of the book and complete the binding.
Students may embellish pages with a variety of media.
3rd Class
Students may embellish pages with a variety of media.
Warm and Cool critique, reflection and sharing
Students (and teacher) document the critique with still photos and Flip video.
Skills: Imagining, drawing, working within guidelines, measuring, assembling, cutting, gluing and reflecting Using technology (cameras) to document learning Using critical thinking skills to critique products Vocabulary: Grid, thirds (math component),format, “tick” lines, bookbinding, bookends, signature, critique and media Signature – a sheet of paper printed with several pages that become a part of a book Standards: 9.1.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through the creation of works of art. 9.2.C. Relate works in the arts to varying styles and genre and the period in which they were created. 9.2.L. Identify, explain and analyze common themes, forms and techniques from works in the 9.4.A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., Can artworks that depict or are about ugly or unpleasant things ever to beautiful?) Assessments:
Peer/class critiques/Self-assessments/Rubrics, Level of skill, Level of expressiveness, Evidence of experimentation, and Evidence of imagination/invention/Relationship to media Lesson 3 Exquisite Corpse Relief Print (3-4 class periods)
Learning Targets: Ø I can select a collaborative figure from my exquisite corpse book to trace and use as inspiration for my final draft. Ø I can use carbon paper to transfer my final draft onto a sheet of Linoleum. Ø I can use cutting tools to carve the design for my relief print. Ø I can utilize relief printing techniques to produce an edition of 6 prints. Ø I can document the printmaking process with a Flip Camera. Essential Questions: ü How can I recreate an image that was not created by me? ü How can I appropriate an image and make it my own? ü What critical skills have I used to decide on my final image? ü What technical skills do I need to have to create an edition of prints? Content: After binding the book of figures, students will flip the pages and select a combination drawing to reinterpret into a final image. Students will Activities:
Students further investigate the concept of an Exquisite Corpse. They will be challenged to create a final draft of an image that they didn’t think of or create.
Students will create an image, still in the “thirds” format by tracing an image from pages they selected their book.
Then, they will use carbon paper, to transfer their line drawing onto their Linoleum.
Students will use cutting tools to carve into the printing plate, and then, are responsible for creating an edition of 6 prints.
Students document each other’s activities and learning with still and Flip cameras and participate in “warm and cool” critiques.
Skills: Evaluating, sketching, tracing, carving printing Vocabulary: Media, appropriate, carbon paper, linoleum, print, brayer, ink and edition Standards: 9.1.B. Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works such as: paint, draw, craft, sculpt, print, design for environment, communication, multi-media. 9.1.J. Know and use traditional and contemporary technologies for production, performing and exhibition works (e.g., charcoal, pigments, clay…photography, video and computer graphics). 9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts. 9.3.A. Recognize critical process used in the examination of works of art: Compare and contrast, Analyze, Interpret, Form and test hypothesis, Evaluate/form judgments. 9.3.B. Know that works of art can be described by using the arts elements, principals and concepts. 9.3.C. Know classification skills with materials and processes used to create works of art. 9.3.D. Explain meanings in the works of art through using a fundamental vocabulary of critical response. 9.3.E. Recognize and identify types of critical analysis in the arts (including contextual criticism, formal criticism and intuitive criticism. 9.3.F. Know how to recognize and identify similar and different characteristics among work of art (compare and contrast). 9.3.G. Know and demonstrate what a critic’s position or opinion is related to a work of arts (e.g., I like this painting because…) 9.4.D. Recognize that the choices made by artists regarding subject matter and themes communicate ideas through works of art (artists’ interpretation). Classroom-based Assessments:
Sketches, Activity sheets, Peer/class critiques/Self-assessments/Rubrics/Exhibition of student work and Inclusion of completed art in individual portfolios Teacher Assessment of student artwork may include the following criteria:
Rubrics, Level of skill, Level of expressiveness, Evidence of experimentation, Evidence of imagination/invention/Relationship of media to idea and written activities or tests Lesson 4 Exquisite Corpses created with Printed Images (1-2 class periods) Learning Targets: Option 1: Students will manipulate and print scanned printed images on the computer. Ø I can use a computer to manipulate images to create and produce an Exquisite Corpse. Ø I can mount my final product for exhibition.
Option 2: Students will cut, arrange and glue 3 parts of their Linoleum prints to create an Exquisite Corpse. Ø I can collaborate with my classroom partners to create an Exquisite Corpse by using parts of their cut prints in my final Exquisite Corpse. Ø I can mount my collage Exquisite Corpse prints for exhibition. Essential Questions: ü How can I use contemporary technologies to manipulate images in the creation of an Exquisite Corpse? ü How can I display my final product for a public exhibition? ü What have I learned through my exploration of the Exquisite Corpse? Content: Students will create a final Exquisite Corpse using contemporary technology, either by cutting, arranging and gluing linoleum block printed images or by using a computer program to arrange and print scanned images. Standards: 9.1.J. Know and use traditional and contemporary technologies for production, performing and exhibition works (e.g., charcoal, pigments, clay…photography, video and computer graphics). 9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts. 9.3.E. Recognize and identify types of critical analysis in the arts (including contextual criticism, formal criticism and intuitive criticism. 9.3.G. Know and demonstrate what a critic’s position or opinion is related to a work of arts (e.g., I like this painting because…) 9.4.D. Recognize that the choices made by artists regarding subject matter and themes communicate ideas through works of art (artists’ interpretation). Classroom-based Assessments:
Peer/class critiques/Self-assessments/Rubrics/Exhibition of student work and Inclusion of completed art in individual portfolios Teacher Assessment of student artwork may include the following criteria:
Evidence of experimentation and Evidence of imagination/invention/Relationship of media to idea
What is Media Literacy? More than at any point in history, we are subjected to a staggering amount of information every day. Due to the proliferation of electronic media, the average American will spend several years of their lifetime watching TV, listening to music, surfing the Internet, and playing video games. Media literacy is the practice of turning passive media consumers into critical thinkers and media creators. Just as we do not simply throw a book at a children and expect them to learn how to read on their own, we cannot just put electronic media in front of a child and expect them to be media literate. Being media literate means being able to think critically about news, entertainment, and advertisements, asking questions such as "who is this targeting?”, "what interests does it represent?” and "what techniques and tools are they using to persuade the intended audience?" Media literacy education teaches people to go from being passive consumers of media to being active citizens, able to differentiate between news and propaganda, and to recognize the techniques of manipulation inherent in public relations and advertising. Media literacy also teaches people to look for what is not in the media, and to ask why certain messages, viewpoints and perspectives are not included. Beyond being able to critically evaluate the media on its own merits, media literacy skills allow people to place media into a larger context. This means understanding the structures and realities that make up a democratic "free market" society and how those affect media. It means understanding, in a general sense, the role of commercialism and advertising in shaping our media system. It means understanding how class, race and gender influence the media we consume. Most importantly, it means understanding that all media is constructed, that it is the product of peoples and organizations representing particular interests, biases, and viewpoints.
Title: PVK meets PLP in Collaborative Student Learning through Media Literacy and Printmaking
Abstract: See Below (This is a 4-Lesson Unit that will take 10-12 class periods to complete)
Definition:The Exquisite Corpse (“cadaver exquis” in French) is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. The exercise is based on an old parlor game in which players wrote in turn on a sheet of paper, folded it to conceal part of the writing, and then passed it to the next player for another contribution. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing.
Objectives:
Students will investigate Exquisite Corpses, create a collaborative book and produce a relief print inspired by one of the combination drawings. They will document the project with Flip cameras, still photography and personal interviews. The edited Flip movie will be posted on the PVK website along with a PowerPoint presentation of the relief prints. The books and prints will be exhibited in the PLP student exhibition at the Free Library in June 2011, with a community opening on June 12, 2011.
Background:
v PVK, a media literacy program, encourages students to think critically about media. Students also learn to use technology to create their own products and document their processes for learning. The **Powerful Voices for Kids** program is a university-school partnership program designed to strengthen children's ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world.
v PLP members (Philadelphia art teachers and administrators) submitted a proposal to the Free Library for an exhibition of collaborative student art entitled Auto:Bio:Geo Graphics. Students must collaborate to create art that is print based (can be digital) for the exhibition.
Learning Targets:
Overview of Unit Learning Targets:Lesson I
Ø I can collaborate with my class to learn about “Exquisite Corpses” through a student-led, interactive PowerPoint presentation.
Ø I can define Exquisite Corpse.
Ø I can define Surrealism.
Ø I can create a collaborative exquisite corpse drawing with my classmates.
Ø I can create a collaborative exquisite corpse poem with my classmates.
Lesson 2
Ø I can draw a figure with a head, torso and legs on a page with guidelines.
Ø I can assemble a collaborative book containing my drawing and my classmates’ drawings.
Ø I can bind my book.
Ø I can cut the book pages into thirds so that each drawing can be turned at different intervals to create different figurative images.
Ø I can document bookmaking procedures with a Flip Camera.
Lesson 3
Ø I can select a collaborative figure from my exquisite corpse flipbook to trace and use as inspiration for my final draft.
Ø I can use carbon paper to transfer my final draft onto a sheet of Linoleum.
Ø I can use cutting tools to carve the design for my relief print.
Ø I can utilize relief printing techniques to produce an edition of 6 prints.
Ø I can document the printmaking process with a Flip Camera.
Lesson 4
Option 1: Linoleum prints may be scanned and then, students will manipulate them on the computer)
Ø I can use a computer to manipulate images to create and produce an Exquisite Corpse.
Ø I can mount my final product for exhibition.
Option 2: Students will cut 3 of their Linoleum prints, exchange them, arrange them, and glue them together to create an Exquisite Corpse.)
Ø I can collaborate with my classmates to create an Exquisite Corpse by using parts of their cut prints in my final Exquisite Corpse.
Ø I can mount my printed collage Exquisite Corpse for exhibition.
Products: (10-12 class periods)
Each Student will use media literacy skills as they analyze, research, create and help document:
Assessment Rubrics:
Classroom-based Assessments:Sketches, Activity sheets, Peer/class critiques/Self-assessments/ Student reflections/ Students interviewing each other with Flip Cameras
Exhibition of student work and Inclusion of completed art in individual portfolios
Teacher Assessment of student artwork may include the following criteria:
Evidence of collaboration, Level of skill, Level of expressiveness, Evidence of experimentation
Evidence of imagination/invention/Relationship of media to idea and written activities or tes
Definition:
The Exquisite Corpse (“cadaver exquis” in French) is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. The exercise is based on an old parlor game in which players wrote in turn on a sheet of paper, folded it to conceal part of the writing, and then passed it to the next player for another contribution. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing.
Objectives:
Students will investigate Exquisite Corpses, create a collaborative book and produce a relief print inspired by one of the combination drawings. They will document the project with Flip cameras, still photography and personal interviews. The edited Flip movie will be posted on the PVK website along with a PowerPoint presentation of the relief prints. The books and prints will be exhibited in the PLP student exhibition at the Free Library in June 2011, with a community opening on June 12, 2011.
Background:
v PVK, a media literacy program, encourages students to think critically about media. Students also learn to use technology to create their own products and document their processes for learning. The **Powerful Voices for Kids** program is a university-school partnership program designed to strengthen children's ability to think for themselves, communicate effectively, and use their powerful voices to contribute to the quality of life in their families, their schools, their communities and the world.
v PLP members (Philadelphia art teachers and administrators) submitted a proposal to the Free Library for an exhibition of collaborative student art entitled Auto:Bio:Geo Graphics. Students must collaborate to create art that is print based (can be digital) for the exhibition.
Products: (10-12 class periods)
Each Student will use media literacy skills as they analyze, research, create and help document:
Lesson 1
PowerPoint Presentation, Activity Sheet and Drawing/Writing Activities
(1 class period)
Learning Targets:
Ø I can collaborate with my class to learn about “Exquisite Corpses” through a student-led, interactive PowerPoint presentation.
Ø I can define Exquisite Corpse.
Ø I can define Surrealism.
Ø I can create a collaborative exquisite corpse drawing with my classmates.
Ø I can create a collaborative exquisite corpse poem with my classmates.
Essential Questions:
ü What is an Exquisite Corpse?
ü Who made them?
ü Why were they made?
ü Who saw them?
ü What was their purpose?
ü What skills do I need to create an Exquisite Corpse?
Content:
Students will participate in a student-led PowerPoint presentation (created by Ms. Jared, the Art Teacher) to investigate the history of the Exquisite Corpse. They will take turns being the “teacher” as they read the PowerPoint and answer questions on an activity sheet. The Exquisite Corpse is an exercise used by Surrealist writers and visual artists to create original writings and images inspired by the unconscious mind. As a collaborative activity, an Exquisite Corpse is intended to spark student’s creative writing and drawing.
Activities:
1. Depending on the class size, students will work in 4-5 small groups of 3-4 students.
One group will write nouns on a small card, while others will be assigned pronouns, adjectives, verbs and adverbs. The cards will be collected.
2. Then, each student will receive another card with a “tick” mark in the middle of the top and bottom of the card. Students can draw whatever they like, as long as they begin and end, or intersect, the “tick” mark. After five minutes, students will write their names on the back of their drawings and view the PowerPoint.
3. After reading through the PowerPoint and completing the activity sheet, students will return to their tables and work collaboratively to connect their drawings on the table. Groups will then be asked to view the Exquisite Corpses at each table.
3. Meanwhile, the word cards will be arranged (by the teacher) on the rug in the following order: Adjective, noun, verb and adverb. Students will take turns rearranging and reading all the cards to each other as a poem:
Example:
Big Cat Runs Slowly
Fat House Hops Quietly
Skills:
Reading, writing, analyzing, drawing, imagining and working cooperatively in small groups
Vocabulary:
Exquisite, corpse, Exquisite Corpse, Surreal, Surrealist, collaborative and collaborate
Locate:
Europe and France
Standards:
9.1.B. Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works such as: paint, draw, craft, sculpt, print, design for environment, communication, multi-media.
9.1.G. Recognize the function of practice sessions.
9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.3.A. Recognize critical process used in the examination of works of art: Compare and contrast, Analyze, Interpret, Form and test hypothesis, Evaluate/form judgments.
9.4.A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., Can artworks that depict or are about ugly or unpleasant things ever to beautiful?)
Classroom-based Assessments:
Sketches, Activity sheets, Peer/class critiques/Self-assessments
y
Lesson 2
Exquisite Corpse Flip Books
(3 class periods)
Learning Targets:
Ø I can draw a figure with a head, torso and legs on a page with guidelines.
Ø I can assemble a collaborative book containing my drawing and my classmates’ drawings.
Ø I can bind my book.
Ø I can cut the book pages into thirds so that each drawing can be turned at different intervals to create different figurative images.
Ø I can document bookmaking procedures with a Flip Camera.
Essential Questions:
ü How can I create a book of Exquisite Corpses?
ü What skills do I need to ensure that my team creates successful images?
ü What skills do I need to ensure that I craft a successfully bound book?
Content:
Students will contribute a page in a book that is cut into 3 sections. Each page will have a different type of body and in each section there will be a head, torso and feet. The pages will flip interchangeably so that you can match different heads, torsos and feet. Each student will create a book with drawings by teammates. The unusual combinations from flipped sections of the book will create Exquisite Corpses that will be used as inspiration for the printmaking project (see lesson 3).
Activities:
1st Class
- Students will receive a format in which they draw their image in three parts. They will create a line drawing of their image. (Note: Some classes will be assigned human figures, others will draw animals and others will draw anything they wish – as long as the “tick” lines connect.) (25 mins.)
- Students will construct bookends for their final book product. (25 mins.)
2nd and 3rd Classes- Students assemble photocopies of their team drawings and bind them with staples.
- The pages are cut in thirds.
- Students attach the bookends to the signature of the book and complete the binding.
- Students may embellish pages with a variety of media.
3rd Class- Students may embellish pages with a variety of media.
- Warm and Cool critique, reflection and sharing
- Students (and teacher) document the critique with still photos and Flip video.
Skills:Imagining, drawing, working within guidelines, measuring, assembling, cutting, gluing and reflecting
Using technology (cameras) to document learning
Using critical thinking skills to critique products
Vocabulary:
Grid, thirds (math component), format, “tick” lines, bookbinding, bookends, signature, critique and media
Signature – a sheet of paper printed with several pages that become a part of a book
Standards:
9.1.E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through the creation of works of art.
9.2.C. Relate works in the arts to varying styles and genre and the period in which they were created.
9.2.L. Identify, explain and analyze common themes, forms and techniques from works in the
9.4.A. Know how to respond to a philosophical statement about works in the arts and humanities (e.g., Can artworks that depict or are about ugly or unpleasant things ever to beautiful?)
Assessments:
Peer/class critiques/Self-assessments/Rubrics, Level of skill, Level of expressiveness, Evidence of experimentation, and Evidence of imagination/invention/Relationship to media
Lesson 3
Exquisite Corpse Relief Print
(3-4 class periods)
Learning Targets:
Ø I can select a collaborative figure from my exquisite corpse book to trace and use as inspiration for my final draft.
Ø I can use carbon paper to transfer my final draft onto a sheet of Linoleum.
Ø I can use cutting tools to carve the design for my relief print.
Ø I can utilize relief printing techniques to produce an edition of 6 prints.
Ø I can document the printmaking process with a Flip Camera.
Essential Questions:
ü How can I recreate an image that was not created by me?
ü How can I appropriate an image and make it my own?
ü What critical skills have I used to decide on my final image?
ü What technical skills do I need to have to create an edition of prints?
Content:
After binding the book of figures, students will flip the pages and select a combination drawing to reinterpret into a final image. Students will
Activities:
- Students further investigate the concept of an Exquisite Corpse. They will be challenged to create a final draft of an image that they didn’t think of or create.
- Students will create an image, still in the “thirds” format by tracing an image from pages they selected their book.
- Then, they will use carbon paper, to transfer their line drawing onto their Linoleum.
- Students will use cutting tools to carve into the printing plate, and then, are responsible for creating an edition of 6 prints.
- Students document each other’s activities and learning with still and Flip cameras and participate in “warm and cool” critiques.
Skills:Evaluating, sketching, tracing, carving printing
Vocabulary:
Media, appropriate, carbon paper, linoleum, print, brayer, ink and edition
Standards:
9.1.B. Recognize, know, use and demonstrate a variety of appropriate art elements and principles to produce, review and revise original works such as: paint, draw, craft, sculpt, print, design for environment, communication, multi-media.
9.1.J. Know and use traditional and contemporary technologies for production, performing and exhibition works (e.g., charcoal, pigments, clay…photography, video and computer graphics).
9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.3.A. Recognize critical process used in the examination of works of art: Compare and contrast, Analyze, Interpret, Form and test hypothesis, Evaluate/form judgments.
9.3.B. Know that works of art can be described by using the arts elements, principals and concepts.
9.3.C. Know classification skills with materials and processes used to create works of art.
9.3.D. Explain meanings in the works of art through using a fundamental vocabulary of critical response.
9.3.E. Recognize and identify types of critical analysis in the arts (including contextual criticism, formal criticism and intuitive criticism.
9.3.F. Know how to recognize and identify similar and different characteristics among work of art (compare and contrast).
9.3.G. Know and demonstrate what a critic’s position or opinion is related to a work of arts (e.g., I like this painting because…)
9.4.D. Recognize that the choices made by artists regarding subject matter and themes communicate ideas through works of art (artists’ interpretation).
Classroom-based Assessments:
Sketches, Activity sheets, Peer/class critiques/Self-assessments/Rubrics/Exhibition of student work and Inclusion of completed art in individual portfolios
Teacher Assessment of student artwork may include the following criteria:
Rubrics, Level of skill, Level of expressiveness, Evidence of experimentation, Evidence of imagination/invention/Relationship of media to idea and written activities or tests
Lesson 4
Exquisite Corpses created with Printed Images
(1-2 class periods)
Learning Targets:
Option 1: Students will manipulate and print scanned printed images on the computer.
Ø I can use a computer to manipulate images to create and produce an Exquisite Corpse.
Ø I can mount my final product for exhibition.
Option 2: Students will cut, arrange and glue 3 parts of their Linoleum prints to create an Exquisite Corpse.
Ø I can collaborate with my classroom partners to create an Exquisite Corpse by using parts of their cut prints in my final Exquisite Corpse.
Ø I can mount my collage Exquisite Corpse prints for exhibition.
Essential Questions:
ü How can I use contemporary technologies to manipulate images in the creation of an Exquisite Corpse?
ü How can I display my final product for a public exhibition?
ü What have I learned through my exploration of the Exquisite Corpse?
Content:
Students will create a final Exquisite Corpse using contemporary technology, either by cutting, arranging and gluing linoleum block printed images or by using a computer program to arrange and print scanned images.
Standards:
9.1.J. Know and use traditional and contemporary technologies for production, performing and exhibition works (e.g., charcoal, pigments, clay…photography, video and computer graphics).
9.2.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.
9.3.E. Recognize and identify types of critical analysis in the arts (including contextual criticism, formal criticism and intuitive criticism.
9.3.G. Know and demonstrate what a critic’s position or opinion is related to a work of arts (e.g., I like this painting because…)
9.4.D. Recognize that the choices made by artists regarding subject matter and themes communicate ideas through works of art (artists’ interpretation).
Classroom-based Assessments:
Peer/class critiques/Self-assessments/Rubrics/Exhibition of student work and Inclusion of completed art in individual portfolios
Teacher Assessment of student artwork may include the following criteria:
Evidence of experimentation and Evidence of imagination/invention/Relationship of media to idea
What is Media Literacy?
More than at any point in history, we are subjected to a staggering amount of information every day. Due to the proliferation of electronic media, the average American will spend several years of their lifetime watching TV, listening to music, surfing the Internet, and playing video games. Media literacy is the practice of turning passive media consumers into critical thinkers and media creators. Just as we do not simply throw a book at a children and expect them to learn how to read on their own, we cannot just put electronic media in front of a child and expect them to be media literate.
Being media literate means being able to think critically about news, entertainment, and advertisements, asking questions such as "who is this targeting?”, "what interests does it represent?” and "what techniques and tools are they using to persuade the intended audience?" Media literacy education teaches people to go from being passive consumers of media to being active citizens, able to differentiate between news and propaganda, and to recognize the techniques of manipulation inherent in public relations and advertising. Media literacy also teaches people to look for what is not in the media, and to ask why certain messages, viewpoints and perspectives are not included.
Beyond being able to critically evaluate the media on its own merits, media literacy skills allow people to place media into a larger context. This means understanding the structures and realities that make up a democratic "free market" society and how those affect media. It means understanding, in a general sense, the role of commercialism and advertising in shaping our media system. It means understanding how class, race and gender influence the media we consume. Most importantly, it means understanding that all media is constructed, that it is the product of peoples and organizations representing particular interests, biases, and viewpoints.